Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning. Chapter 3, Section "Relate Human Diversity to Psychological Theories” (pp. 130-132) Chapter 7, Sections "Review Fowler’s Theory of Faith Development," "Critical Thinking: Evaluation of Fowler's Theory," and "Social Work Practice and Empowerment Through Spiritual Development" (pp. 350-354) Chapter 15, Section "Spotlight on Diversity 15.2: Spirituality and Religion" (pp. 694-696) Barker, S. L. (2007). The Integration of spirituality and religion content in social work education: Where we've been, where we're going. Social Work & Christianit, 34(2), 146–166. Crisp, B. R. (2011). If a holistic approach to social work requires acknowledgement of religion, what does this mean for social work education?. Social Work Education, 30(6), 663–674. Day, J. (2010). Religion, spirituality, and positive psychology in adulthood: A developmental view. Journal of Adult Development, 17(4), 215–229. Furness, S., & Gilligan, P. (2010). Social Work, Religion and Belief: Developing a Framework for Practice. British Journal of Social Work, 40(7), 2185–2202. Oxhandler, H. K., & Pargament, K. I. (2014). Social work practitioners 'integration of clients' religion and spirituality in practice: A literature review. Social Work , 59 (3), 271–279. Stirling, B., Furman, L., Benson, P. W., Canda, E. R., & Grimwood, C. (2010). A comparative survey of Aotearoa New Zealand and UK Social Workers on the role of religion and spirituality in practice. British Journal of Social Work, 40(2), 602–621. Document: Wagenfeld-Heintz, E. (2009). Faith and its application to the practice of social work. Journal of Religion, Spirituality & Aging, 21(3), 182–199. (PDF)(PDF) Faith and its application to the practice of social work by Wagenfeld-Heintz, E., in the Journal of Religion, Spirituality & Aging, 21/3. Copyright 2009 by Haworth Pastoral Press. Reprinted by permission of Taylor & Francis Informa UK Ltd- Journals via the Copyright Clearance Center. Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. "The Logan Family" (pp. 9-10) Eboni Logan is a 16-year-old biracial African American/Caucasian female in 11th grade. She is an honors student, has been taking Advanced Placement courses, and runs track. Eboni plans to go to college and major in nursing. She is also active in choir and is a member of the National Honor Society and the student council. For the last 6 months, Eboni has been working 10 hours a week at a fast food restaurant. She recently passed her driver’s test and has received her license. Eboni states that she believes in God, but she and her mother do not belong to any organized religion. Her father attends a Catholic church regularly and takes Eboni with him on the weekends that she ...

1. Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.). Boston, MA: Cengage Learning.
Chapter 3, Section "Relate Human Diversity to Psychological
Theories” (pp. 130-132)
Chapter 7, Sections "Review Fowler’s Theory of Faith
Development," "Critical Thinking: Evaluation of Fowler's
Theory," and "Social Work Practice and Empowerment Through
Spiritual Development" (pp. 350-354)
Chapter 15, Section "Spotlight on Diversity 15.2: Spirituality
and Religion" (pp. 694-696)
Barker, S. L. (2007). The Integration of spirituality and religion
content in social work education: Where we've been, where
we're going.
Social Work & Christianit,
34(2), 146–166.
Crisp, B. R. (2011). If a holistic approach to social work
requires acknowledgement of religion, what does this mean for
social work education?.
Social Work Education,
30(6), 663–674.
Day, J. (2010). Religion, spirituality, and positive psychology
in adulthood: A developmental view.
Journal of Adult Development,
17(4), 215–229.
Furness, S., & Gilligan, P. (2010). Social Work, Religion and

2. Belief: Developing a Framework for Practice.
British Journal of Social Work,
40(7), 2185–2202.
Oxhandler, H. K., & Pargament, K. I. (2014). Social work
practitioners 'integration of clients' religion and spirituality in
practice: A literature review.
Social Work
,
59
(3), 271–279.
Stirling, B., Furman, L., Benson, P. W., Canda, E. R., &
Grimwood, C. (2010). A comparative survey of Aotearoa New
Zealand and UK Social Workers on the role of religion and
spirituality in practice.
British Journal of Social Work,
40(2), 602–621.
Document: Wagenfeld-Heintz, E. (2009). Faith and its
application to the practice of social work.
Journal of Religion, Spirituality & Aging,
21(3), 182–199. (PDF)(PDF)
Faith and its application to the practice of social work by
Wagenfeld-Heintz, E., in the
Journal of Religion, Spirituality & Aging,
21/3. Copyright 2009 by Haworth Pastoral Press. Reprinted by
permission of Taylor & Francis Informa UK Ltd- Journals via
the Copyright Clearance Center.
Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014).
Sessions: Case histories. Baltimore, MD: Laureate International
Universities Publishing. [Vital Source e-reader].

3. "The Logan Family" (pp. 9-10)
Eboni Logan is a 16-year-old biracial African
American/Caucasian female in 11th grade. She is an honors
student, has been taking Advanced Placement courses, and runs
track. Eboni plans to go to college and major in nursing. She is
also active in choir and is a member of the National Honor
Society and the student council. For the last 6 months, Eboni
has been working 10 hours a week at a fast food restaurant. She
recently passed her driver’s test and has received her license.
Eboni states that she believes in God, but she and her mother do
not belong to any organized religion. Her father attends a
Catholic church regularly and takes Eboni with him on the
weekends that she visits him.
Eboni does not smoke and denies any regular alcohol or drug
usage. She does admit to occasionally drinking when she is at
parties with her friends, but denies ever being drunk. There is
no criminal history. She has had no major health problems.
Eboni has been dating Darian for the past 4 months. He is a 17-
year-old African American male. According to Eboni, Darian is
also on the track team and does well in school. He is a B student
and would like to go to college, possibly for something
computer related. Darian works at a grocery store 10–15 hours a
week. He is healthy and has no criminal issues. Darian also
denies smoking or regular alcohol or drug usage. He has been
drunk a few times, but Eboni reports that he does not think it is
a problem. Eboni and Darian became sexually active soon after
they started dating, and they were using withdrawal for birth
control.
Eboni’s mother, Darlene, is 34 years old and also biracial
African American/Caucasian. She works as an administrative

4. assistant for a local manufacturing company. Eboni has lived
with her mother and her maternal grandmother, May, from the
time she was born. May is a 55-year-old African American
woman who works as a paraprofessional in an elementary
school. They still live in the same apartment where May raised
Darlene.
Darlene met Eboni’s father, Anthony, when she was 17, the
summer before their senior year in high school. Anthony is 34
years old and Caucasian. They casually dated for about a month,
and after they broke up, Darlene discovered she was pregnant
and opted to keep the baby. Although they never married each
other, Anthony has been married twice and divorced once. He
has four other children in addition to Eboni. She visits her
father and stepmother every other weekend. Anthony works as a
mechanic and pays child support to Darlene.
Recently, Eboni took a pregnancy test and learned that she is 2
months pregnant. She actually did not know she was pregnant
because her periods were not always consistent and she thought
she had just skipped a couple of months. Eboni immediately
told her best friend, Brandy, and then Darian about her
pregnancy. He was shocked at first and suggested that it might
be best to terminate. Darian has not told her explicitly to get an
abortion, but he feels he cannot provide for her and the baby as
he would like and thinks they should wait to have children. He
eventually told her he would support her in any way he could,
whatever she decides. Brandy encouraged Eboni to meet with
the school social worker.
During our first meeting, Eboni told me that she had taken a
pregnancy test the previous week and it was positive. At that
moment, the only people who knew she was pregnant were her
best friend and boyfriend. She had not told her parents and was
not sure how to tell them. She was very scared about what they
would say to her. We talked about how she could tell them and

5. discussed various responses she might receive. Eboni agreed she
would tell her parents over the weekend and see me the
following Monday. During our meeting I asked her if she used
contraception, and she told me that she used the withdrawal
method.
Eboni met with me that following Monday, as planned, and she
was very tearful. She had told her parents and grandmother over
the weekend. Eboni shared that her mother and grandmother had
become visibly upset when they learned of the pregnancy, and
Darlene had yelled and called her a slut. Darlene told Eboni she
wanted her to have a different life than she had had and told her
she should have an abortion. May cried and held Eboni in her
arms for a long time. When Eboni told her father, he was
shocked and just kept shaking his head back and forth, not
saying a word. Then he told her that she had to have this child
because abortion was a sin. He offered to help her and
suggested that she move in with him and her stepmother.
Darlene did not speak to Eboni for the rest of the weekend. Her
grandmother said she was scheduling an appointment with the
doctor to make sure she really was pregnant. Eboni was
apprehensive about going to the doctor, so we discussed what
the first appointment usually entails. I approached the topic of
choices and decisions if it was confirmed that she was pregnant,
and she said she had no idea what she would do.
Two days later, Eboni came to see me with the results of her
doctor’s appointment. The doctor confirmed the pregnancy, said
her hormone levels were good, and placed her on prenatal
vitamins. Eboni had had little morning sickness and no overt
issues due to the pregnancy. Her grandmother went with her to
the appointment, but her mother was still not speaking to her.
Eboni was very upset about the situation with her mother. At
one point she commented that parents are supposed to support
their kids when they are in trouble and that she would never

6. treat her daughter the way her mother was treating her. I offered
to meet with Eboni and her mother to discuss the situation.
Although apprehensive, Eboni gave me permission to call her
mother and set up an appointment.
The Logan Family
May Logan: mother of Darlene, 55
Darlene Logan: mother, 34
Anthony Jennings: father, 34
Eboni Logan: daughter, 16
Darian: Eboni’s boyfriend, 17
I left a message for Darlene to contact me about scheduling a
meeting. She called back and agreed to meet with Eboni and me.
When I informed Eboni of the scheduled meeting, she thanked
me. She told me that she was going to spend the upcoming
weekend with her father, and that she was apprehensive about
how it would go. When I approached the topic of a decision
about the pregnancy, she stated that she was not certain but was
leaning in one direction, which she did not share with me. I
suggested we get together before the meeting with her mother to
discuss the weekend with her father.
At our next session, Eboni said she thought she knew what to do
but after spending the weekend with her father was still
confused. Eboni said her father went on at length about how
God gives life, and that if she had an abortion, she would go to
hell. Eboni was very scared. Anthony had taken her to church
and told the priest that Eboni was pregnant and asked him to
pray for her. Eboni said this made her feel uncomfortable.

7. When I met with Eboni and her mother, Darlene shared her
thoughts about Eboni’s pregnancy and her belief that she should
have an abortion. She said she knows how hard it is to be a
single mother and does not want this for Eboni. She believes
that because Eboni is so young, she should do as she says.
Eboni was very quiet during the session, and when asked what
she thought, said she did not know. At the end of the session,
nothing was resolved between Eboni and her mother.
When I met with Eboni the next day to process the session, she
said that when they got home, she and her mother talked without
any yelling. Her mother told Eboni she loved her and wanted
what was best for her. May said she would support Eboni no
matter what she decided and would help her if she kept the
baby.
Eboni was concerned because she thought she was beginning to
look pregnant and her morning sickness had gotten worse. I
addressed her overall health, and she said that she wanted to
sleep all the time, and that when she was not nauseated, all she
did was eat. Eboni is taking her prenatal vitamins in case she
decides to have the baby. Only a couple of her friends know
about the pregnancy, and they had different thoughts on what
they thought she should do. One friend even bought her a
onesie. In addition, Eboni was concerned that her grades were
being affected by the situation, possibly affecting her ability to
attend college. She was also worried about how a pregnancy or
baby would affect her chances of getting a track scholarship. In
response to her many concerns, I educated her on stress-
reduction methods.
Eboni asked me what I thought she should do, and I told her it
was her decision to make for herself and that she should not let
others tell her what to do. However, I also stated that it was
important for her to know all the options. We discussed at
length what it would mean for her to keep the baby versus

8. terminating the pregnancy. I mentioned adoption and the
possibility of an open adoption, but Eboni said she was not sure
she could have a baby and then give it away. We discussed the
pros and cons of adoption, and she stated she was even more
confused. I reminded her that she did not have much time to
make her decision if she was going to terminate. She said she
wanted a few days to really consider all her options.
Eboni scheduled a time to meet with me. When she entered my
office, she told me she had had a long talk with her mother and
grandmother the night before about what she was going to do.
She had also called her father and Darian and told them what
she had decided. Eboni told me she knows she has made the
right decision.
Being culturally sensitive by respecting your clients' spirituality
and religious traditions, in general, is an important professional
competence (Furness & Gilligan, 2010). Applying your spiritual
awareness to a specific client case, however, may require even
greater skill. In this assignment, you consider how you might
address a client's crisis that includes a spiritual or religious
component.
To prepare for this Assignment, review this week's media about
Eboni Logan's visit with her school social worker.
Submit
a 2- to 4-page paper that answers the following questions:
As Eboni's social worker, would you include spirituality and
religion in your initial assessment? Why or why not?
What strategies can you use to ensure that your personal values
will not influence your practice with Eboni?

9. How would you address the crisis that Eboni is experiencing?
Support this Assignment with specific references to the
resources above.. Be sure to provide full APA citations for your
references.